curriculumdesigndevelopment-160229043037.pptx

For all technologies

1. Curriculum design & development

2. Components of curriculum design There are 3 main ideas that shape our views of education—socialization, the value of knowledge (Plato’s academic idea), & the growth of the mind (Rousseau’s development idea). These ideas influence each component of curriculum design (Ornstein & Hunkins, 2013, p. 151).

3. Sources of curriculum design SOCIETY School is an agent of society, “designed to serve…the interests of the local communities and larger society” (Ornstein & Hunkins, 2013, p. 152). We must balance individuality with community membership.   KNOWLEDGE This source celebrates Plato’s academic idea, which deals with what is worth learning. Challenge: Knowledge is increasing exponentially, while time remains static. MORAL DOCTRINE Separation of church and state prevent religious texts from guiding curriculum, as was common in colonial America. Dwayne Huebner: “Education can address spirituality without bringing in religion” (Ornstein & Hunkins, 2013, p. 153).   Teaching valued knowledge enables students to better understand the world in which they live (Ornstein & Hunkins, 2013, p. 154).   “Spiritual individuals develop empathy and compassion” (Ornstein & Hunkins, 2013, p. 153) and are aware of the outside world, which promotes their active participation in society.   Using moral doctrine as a curriculum source, one would place value on religious and/or spiritual knowledge.

4. Sources of curriculum design continued SCIENCE Curriculum designs based on science “contain only observable and quantifiable elements. Problem solving is prioritized” (Ornstein & Hunkins, 2013, p. 152).   PSYCHOLOGY OF THE LEARNER This source is best explained by Rousseau’s theory of development, which “brings into consideration the basic maturing of the individual, specifically the growth of the mind” (Ornstein & Hunkins, 2013, p. 150). KNOWLEDGE Science “emphasizes learning how to learn” (Ornstein & Hunkins, 2013, p. 152). This is directly aligned with our knowledge of how students learn, form attitudes, and develop values (Ornstein & Hunkins, 2013, p. 154). We recognize the “variety of ways in which individuals process knowledge” (Ornstein & Hunkins, 2013, p. 150). This knowledge was selected based on perceived importance .  

5. Major curriculum designs

6. relationship between design & development When comparing design and development, consider the entire process of building a home. There are several steps involved, including drawings created by an architect. Curriculum development, or the entire home-building process, is the step-by-step procedure required to actually form the curriculum. Curriculum design, or the architect’s drawing, is a building block of curriculum development in which the major components of curriculum are arranged. Curriculum design provides direction and guidance as we develop curriculum (Ritz, 2014).

7. Approaches to curriculum development Technical-Scientific Approach Nontechnical-Nonscientific Approach This approach stresses that students learn specific subject matter with specific outputs. “Knowledge can exist as a matter of fact, unaffected by the process of creating and learning it” (Ornstein & Hunkins, 2013, p. 186) . There is a systematic outline of procedures that facilitate curriculum development (Ornstein & Hunkins, 2013, p. 180) . This approach stresses the learner, rather the learners’ output. Learning occurs through quality activities and conversation. Because ever-evolving students are participants in the learning process, the curriculum should evolve rather than be precisely planned (Ornstein & Hunkins, 2013, p. 186) .

8. Approaches to curriculum development Technical-Scientific Approach Nontechnical-Nonscientific Approach Although quality activities and collaborative learning are essential to student learning, the Technical-Scientific approach reflects today’s educational focus. “The more rigorous the means, the more likely the desired ends will be attained” (Ornstein & Hunkins, 2013, p. 180) . This is echoed by the importance placed on tests today, with a proficient score being the desired student output. This approach is also reflected in standard 3, which states teacher leaders must “develop relevant, rigorous curriculum” (Gardner-Webb, 2016) .  

9. Goals & standards goals Goals are ongoing, general destinations for learners (Ornstein & Hunkins, 2013, p. 191). Goals can refer to a particular school, school system, or subject area. Example: Students can think critically. standards Standards are specific educational objectives that define what students learn and skills they can demonstrate—content and performance standards, respectively. Examples: Content Standard : The learner understands the importance of statistics, data collection, and the different representations of data. Performance Standard: The learner collects and organizes data in a frequency table then poses questions that may be answered using statistics . DANGER! Goals and standards have been used interchangeably in educational dialogue (Ornstein & Hunkins, 2013, p. 191). However, we must recognize the difference between the two to ensure that we adequately communicate the desired outcomes of student learning. We also need to set objectives for goals and standards that reflect our teaching of the whole child.

10. Selecting curriculum content Self-Sufficiency: Beyond functioning independently in society, the content must enable learners to connect what they know to how they feel and their spiritual selves (Ornstein & Hunkins, 2013, p. 201). Significance: Content is deemed significant according to what it “contributes to the basic ideas, concepts, principles... and overall aims of the curriculum” (Ornstein & Hunkins, 2013, p. 201). Validity: The accuracy of content must be verified at its initial selection and be checked regularly during the curricular program to determine its state of validity. Learnability: Is the content appropriate for the intended audience?

11. Selecting curriculum content continued Interest: “Knowledge exists in the learner when it is meaningful to his or her life…The school experience should create and broaden interests as well as address them” (Ornstein & Hunkins, 2013, p. 201). This speaks to student engagement and Standard 3, which emphasizes the development of a relevant curriculum. Utility: “There is no knowledge, no content that does not have utility to someone” (Ornstein & Hunkins, 2013, p. 202). Will the content and processes up for selection equip students for success in their present lives and prepare them for the future? Feasibility: Is there enough time, are there enough resources available, and is the political climate conducive to the selection of this content?